854-855 / 864
12/23/15
20
Instruction and Assessment
Ineffective
Developing
Skilled
Accomplished
INSTRUCTION AND ASSESSMENT
CLASSROOM
ENVIRONMENT
(Standard 1: Students;
Standard 5: Learning
Environment; Standard 6:
Collaboration and
Communication)
Sources of Evidence:
Pre-Conference
Formal Observation
Classroom Walkthroughs/
Informal Observations
There is little or no evidence of a positive
rapport between the teacher and
students. For example, the teacher may
respond disrespectfully to students or
ignore their questions or comments.
The teacher is fair in the treatment of
students and establishes a basic rapport
with them. For example, the teacher
addresses students’ questions or
comments but does not inquire about
their overall well-being.
The teacher has positive rapport with
students and demonstrates respect for
and interest in all students. For example,
the teacher makes eye contact and
connects with individual students.
The teacher has positive rapport with
students and demonstrates respect for
and interest in individual students’
experiences, thoughts and opinions. For
example, the teacher responds quietly,
individually, and sensitively to student
confusion or distress.
There are no evident routines or
procedures; students seem unclear about
what they should be doing or are idle.
Routines and procedures are in place, but
the teacher may inappropriately prompt or
direct students when they are unclear or
idle.
Routines and procedures run smoothly
throughout the lesson, and students
assume age-appropriate levels of
responsibility for the efficient operation of
the classroom.
Routines are well-established and orderly
and students initiate responsibility for the
efficient operation of the classroom.
Transitions are inefficient with
considerable instructional time lost.
Lessons progress too slowly or quickly so
students are frequently disengaged.
The teacher transitions between learning
activities, but occasionally loses some
instructional time in the process.
Transitions are efficient and occur
smoothly. There is evidence of varied
learning situations (whole class,
cooperative learning, small group and
independent work).
Transitions are seamless as the teacher
effectively maximizes instructional time
and combines independent, collaborative,
and whole-class learning situations.
The teacher creates a learning
environment that allows for little or no
communication or engagement with
families.
The teacher welcomes communication
from families and replies in a timely
manner.
The teacher engages in two-way
communication and offers a variety of
volunteer opportunities and activities for
families to support student learning.
The teacher engages in two-way, ongoing
communication with families that results
in active volunteer, community, and family
partnerships which contribute to student
learning and development.
Expectations for behavior are not
established or are inappropriate and/or no
monitoring of behaviors occurs. The
teacher responds to misbehavior
inappropriately.
Appropriate expectations for behavior are
established, but some expectations are
unclear or do not address the needs of
individual students. The teacher
inconsistently monitors behavior.
A classroom management system has been
implemented that is appropriate and
responsive to classroom and individual
needs of students. Clear expectations for
student behavior are evident. Monitoring
of student behavior is consistent,
appropriate, and effective.
A classroom management system has
been designed, implemented, and
adjusted with student input and is
appropriate for the classroom and
individual student needs. Students are
actively encouraged to take responsibility
for their behavior. The teacher uses
research-based strategies to lessen
disruptive behaviors and reinforce positive
behaviors.